2011.3.11 the great east japan earthquake (march 11 2011 ......the great east japan earthquake...

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The Great East Japan Earthquake (March 11 2011) and Schools(March 11, 2011) and Schools

Satellite Approach to School Administration

November 24, 2011

pp

Principal, Koriyama High School, Fukushima Prefecture

(Previous Principal, Namie High School, Fukushima Prefecture)

Yoshishige Suzuki(suzuki.yoshishige0eh18.fks.ed.jp)

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Hamadori Region of Fukushima Prefecture (Soso District)( )

Niigata

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Ibaraki

(Source: Furusato Map, Sept. 6, 2011)

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VHamadori Region of FukushimaHamadori Region of FukushimaPrefecture (Soso District)

VSoma District

Soma-shi, Minamisoma-shi, Shinchi-machi, Iitate-mura

VFutaba DistrictFutaba DistrictHirono-machi, Naraha-machi, Tomioka-machi,K hi Ok hi F t b hiKawauchi-mura, Okuma-machi, Futaba-machi,Namie-machi, Katsurao-mura

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Namie-machi, Futaba-gun (Namie High

MinamisomaKawamatagun (Namie High

School)

NamieKatsurao

Kawamata

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Tsushima District, Namie-machi(Namie High School T hi S h l) Tomioka

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FutabaTamura

Tsushima School) Tomioka

Kawauchi

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(Source: Furusato (hometown) Map Sept 6 2011)

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ay

(Source: Furusato (hometown) Map Sept. 6, 2011)

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Namie High School

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Namie High School Building

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Namie High School Tsushima SchoolNamie High School Tsushima School

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To Teshichiro

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TsushimaMiddle School

Municipalathletic field

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Namie High School Tsushima SchoolTsushima School

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(Source: Website of Fukushima Prefectural Namie High School Tsushima School July 6, 2011)

(Tsushima School building and gymnasium)

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(Namie High School main gate)(Namie High School main gate)

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(Namie High School staff office)(Namie High School staff office)

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(Evacuees line up for food distribution in front of main gate of Namie High School Tsushima School) 17

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Introd ctionIntroduction

(1) S h l t ff k d d d i ht idi i t(1) School staff worked day and night providing assistance

(2) Giving priority to confirming safety of students, their actions were guided by respect for life and putting safety first

(3) The most severe problem was the disruption to lifelines

(4) Accurate information (good or bad) was required

(5) The lack of information by SPEEDI was a huge problem

(SPEEDINSystem for Prediction of Environmental Emergency Dose Information)

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1. 2:46 p.m., Friday, March 11, 2011: Great East Japan

(1) Initial response to disaster

Earthquake occurred (M9 quake)

(1) Initial response to disaster

• March 11 (Fri.) – 15 (Tues.)

• March 16 (Wed.) – 31 (Thurs.)

(2) Confirming safety of students and preparing for resumption of school

2. Introduction of satellite approach to school administration

( ) ( )

(1) Efforts toward resumption of classes

• April 1 (Fri.) – 30 (Sat.)

(2) Resumption of classes and administrative ingenuity

M 9 (M ) d f ll i• May 9 (Mon.) and following

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� Students in main school(as of May 9 2011)

Satellite�school/year 1st 2nd 3rd Subtotals Total

(as of May 9, 2011)

Adachi�SatelliteSchool

16 45 47 108

130Yoshima Satellite� 10 5 7 22School

As of April 8: 279 students (transferred outside prefecture: 93, transferred within prefecture: 68, undecided re: transfer [taking correspondence classes]: 9, whereabouts

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Satellite�school/year 1st 2nd 3rd Subtotals Total

�(as of May 9, 2011)

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11 17 22 5050

A f A il 8 61 t d t (t f d t id f t 5 t f d ithi f t 6)As of April 8: 61 students (transferred outside prefecture: 5, transferred within prefecture: 6)

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3. Considerations and issues after restart of classes

(1) Response by main school and Tsushima School

• Main school (Adachi satellite school, Yoshima satellite school)

• Tsushima School

(2) I f di t di d ti(2) Issues for disaster readiness education

A id t d di t d h• Accidents and disasters do happen

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4 Support for students facing university entrance exams4. Support for students facing university entrance examsor job search

(1) St d ti i ti t(1) Study time in evacuation centers

(2) Unease about finding job in unfamiliar area

5. Handling of school events and extracurricular activities

(1) Arranging with cooperating schools for use of facilities

(2) Obtaining practice venues and raising awareness

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� Essay from "Diary of 3/11 Disaster� Essay from "Diary of 3/11 DisasterExperience" I

When I learned that radiation was leaking I thought weWhen I learned that radiation was leaking, I thought weprobably would not be able to return for several years. Up to now I had never imagined such a terrible thing could happen with a nuclear plant. It took quite a while for me to come to grips with the reality.

While I was staying at the evacuation center in Kawamata I learned that a friend of mine and a student from the same year in middle school were missing. They had been swept away by the water while trying to evacuate. I feared that the worst hade a e e y g o e acua e ea ed a e o s adhappened.

In late May my friend's name appeared in the newspaper. More than my feeling of sadness I was relieved that they had foundthan my feeling of sadness, I was relieved that they had foundher body. My memories of my friend are deeply embedded in my mind, and I feel extremely sad each time I see her name in the address book of my mobile phonethe address book of my mobile phone.

(2nd year female student T.M.)27

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� Essay from "Diary of 3/11 Disaster� Essay from "Diary of 3/11 DisasterExperience" II

My life changed due to the earthquakes tsunami and nuclearMy life changed due to the earthquakes, tsunami, and nuclearaccident. Since our house was close to the ocean, all my mementos were also washed away.

I still have a hard time believing our house is gone but when II still have a hard time believing our house is gone, but when Irealize it actually happened, it is very painful.

Although what I lost in the tsunami is large, I learned many things.The tsunami took the lives of schoolmates, neighbors, friends, and

relatives, so I want to carry out my life on their behalf!Even if I go back to Namie our home is gone, but I do want to

return to Tanashio (Tanashio District, Namie-machi). Tomorrow would not be too soon to go back to my former life.

(2nd year male A.M.)( y )

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6. Government assistance and private sector assistance

(1) Students coming from secondary evacuation

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(1) Students coming from secondary evacuationcenters

(2) Heartwarming relief goods and donations from all(2) Heartwarming relief goods and donations from allover the country

7. Role of school in local community

(1) Schools and local communities

(2) High school going forward together with the(2) High school going forward together with thecommunity

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In Conclusion

(1) School for the sake of students

(2) School's responsibility for building persons

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- 1 -

国立教育政策研究所平成２３年度教育研究公開シンポジウム平成２３年１１月２４日（木）14:10～15:30

東日本大震災と学校

～サテライト方式による学校運営～

福島県立郡山高等学校長前福島県立浪江高等学校長鈴木吉重

はじめに

（１）教職員が昼夜を問わず支援活動

（２）生徒の安否確認を優先、命の尊さと安全第一を考えて行動

（３）一番困難を極めたのは、生活インフラの遮断

（４）正確な情報（善くも悪くも）が必要

（５）スピディーによる情報が提供されなかったのは重大事

１平成２３年３月１１日（金）午後２時４６分

（１）被災直後の対応

（２）安否確認と学校再開への準備

【資料１学習機会の確保について】

２サテライト方式による学校運営の導入

（１）授業再開に向けての対応

（２）授業再開と運営上の工夫

３授業再開後の配慮事項と課題

（１）本校と津島校の対応

（２）防災教育の課題

【資料２・３ 3･11 被災体験記作文】

４受験や就職を控えた生徒への対応

（１）避難所での学習時間

（２）慣れない地区での就職に不安

５学校行事や部活動への対応

（１）協力校との施設使用で調整

（２）練習場所の確保と意識の高揚【資料４愛媛県被災地等修学旅行支援事業】

６行政による支援、民間による支援

（１）二次避難所からの通学生

（２）全国各地から心暖まる支援物資と義援金

７地域コミュニティーにおける学校の役割

（１）学校と地域コミュニティー

（２）町とともに歩む高校

【資料５サテライト校設置方針等について】

おわりに

（１）生徒のための学校

（２）人づくりを担う学校

（資料１～５は日本語のみ配付）

National Institute for Educational Policy Research (NIER) 2011 Public Symposium on Educational Research

Thursday, November 24, 2011; 2:10 to 3:30 p.m.

The Great East Japan Earthquake and Schools Satellite Approach to School Administration

Yoshishige Suzuki, Principal, Koriyama High School, Fukushima Prefecture Previous Principal, Namie High School, Fukushima Prefecture

Introduction (1) School staff worked day and night providing assistance (2) Giving priority to confirming safety of students, their actions were guided by

respect for life and putting safety first (3) The most severe problem was the disruption to lifelines (4) Accurate information (good or bad) was required (5) The lack of SPEEDI (System for Prediction of Environmental Emergency Dose I

nformation) information provision was a huge problem 1. 2:46 p.m., Friday, March 11, 2011 (1) Initial response to disaster (2) Confirming safety of students and preparing for resumption of school

Document 1: Obtaining Opportunities for Study 2. Introduction of satellite approach to school administration (1) Efforts toward resumption of classes (2) Resumption of classes and administrative ingenuity 3. Considerations and issues after restart of classes (1) Response by main school and Tsushima School (2) Issues for disaster readiness education

Documents 2 and 3: Essays from “Diary of 3/11 Disaster Experience” 4. Support for students facing university entrance exams or job search (1) Study time in evacuation centers (2) Unease about finding job in unfamiliar area 5. Handling of school events and extracurricular activities (1) Arranging with cooperating schools for use of facilities (2) Obtaining practice venues and raising awareness

Document 4: Assistance from Ehime Prefecture for School Trips by Disaster Area Schools 6. Government assistance and private sector assistance (1) Students coming from secondary evacuation centers (2) Heartwarming relief goods and donations from all over the country 7. Role of school in local community (1) Schools and local communities (2) High school going forward together with the community

Document 5: Policy on Satellite School Deployment In Conclusion (1) School for the sake of students (2) School's responsibility for building persons

Document 1 - 5: Japanese only